In this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical ‘skill’ which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume, we believe, provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education.
Jadual kandungan
Preface
Chapter 1 – Constant Leung & Brian Street: Introduction: English in the Curriculum – Norms and Practices
Chapter 2 – Mastin Prinsloo: What Counts as English?
Chapter 3 – Ilana Snyder and Denise Beale: The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous Schools
Chapter 4 – Bruce Horner & Min Lu: (Re)Writing English: Putting English in Translation
Chapter 5 – Angel Lin: Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content Classrooms
Chapter 6 – Heather Lotherington & Natalia Sinitskaya Ronda: Multimodal Literacies and Assessment: Uncharted Challenges in the English Classroom
Chapter 7 – Martin Dewey: Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular Conceptualizations
Brian Street & Constant Leung: Concluding Remarks